Pub Date : 2017-01-01DOI: 10.13128/STUDI_FORMAZ-22183
Rossella Certini
The tale has undeniable anthropologic and psychoanalytic connotations. The contribution of human sciences about tales symbolism is acknowledged, but it always needs to be defined and thought again. Starting with the classic texts by Vladimir Propp, Bruno Bettelheim, Carl G. Jung, Marie-Louise Von Franz, the es-say addresses the typical themes of this narrative tipology: the historical and ar-chetypal origins of the tale, its characters and its adventure sites, the intra-psychic implications that make it a hermeneutic instrument for better interpreting the ex-istential needs of the reader (and the writer). In the final part of the essay, an orig-inal note linked to the philosophical reflection of Soren Kierkegaard. Very young, the Danish philosopher has come up with an essay on art to tell the tales, where he emphasizes the importance to link the child to the poetic vision of the narration. These positions and authors are interpreted in a pedagogical way.
{"title":"I contributi delle scienze umane all’interpretazione della fiaba: dall’antropologia alla psicoanalisi… con tracce filosofiche","authors":"Rossella Certini","doi":"10.13128/STUDI_FORMAZ-22183","DOIUrl":"https://doi.org/10.13128/STUDI_FORMAZ-22183","url":null,"abstract":"The tale has undeniable anthropologic and psychoanalytic connotations. The contribution of human sciences about tales symbolism is acknowledged, but it always needs to be defined and thought again. Starting with the classic texts by Vladimir Propp, Bruno Bettelheim, Carl G. Jung, Marie-Louise Von Franz, the es-say addresses the typical themes of this narrative tipology: the historical and ar-chetypal origins of the tale, its characters and its adventure sites, the intra-psychic implications that make it a hermeneutic instrument for better interpreting the ex-istential needs of the reader (and the writer). In the final part of the essay, an orig-inal note linked to the philosophical reflection of Soren Kierkegaard. Very young, the Danish philosopher has come up with an essay on art to tell the tales, where he emphasizes the importance to link the child to the poetic vision of the narration. These positions and authors are interpreted in a pedagogical way.","PeriodicalId":30519,"journal":{"name":"Studi sulla Formazione","volume":"20 1","pages":"231-237"},"PeriodicalIF":0.0,"publicationDate":"2017-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"66181799","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2017-01-01DOI: 10.13128/Studi_Formaz-20956
F. Cambi
{"title":"Contrasti sulla “Lettera” di Don Milani e gli allievi oggi","authors":"F. Cambi","doi":"10.13128/Studi_Formaz-20956","DOIUrl":"https://doi.org/10.13128/Studi_Formaz-20956","url":null,"abstract":"","PeriodicalId":30519,"journal":{"name":"Studi sulla Formazione","volume":"20 1","pages":"283-284"},"PeriodicalIF":0.0,"publicationDate":"2017-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"66181830","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2017-01-01DOI: 10.13128/STUDI_FORMAZ-20960
F. Cambi
1. L’educazione degli adulti è un ambito della pedagogia che solo nel Novecento ha avuto piena cittadinanza in tale sapere e lì si è resa sempre più centrale, poiché agisce nella formazione umano-sociale di ciascuno e per tutta la vita. Principio che si è fatto sempre più chiave nelle società avanzate, complesse, democratiche etc. Non solo: tale settore della pedagogia si è ripensato alla luce di vari paradigmi, dal pragmatismo al cognitivismo, dal marxismo alle teorie dell’affluent society, a quelle del postmoderno, a quelle della Globalizzazione, come destino epocale, inquietante e non aggirabile insieme. In questo ricchissimo processo che anche in Italia ha avuto i suoi tutori, soprattutto dopo il ‘45, ora con Dewey ora con Gramsci, e poi con pedagogisti sperimentali, teorici, politicostrategici, sviluppato in senso epistemologico o metodologico o operativo, si sono via via declinati anche le frontiere interna di tale settore della pedagogia, ora più legate all’economia ora alla politica ora all’antropologia. Così sii sono sviluppate tre tradizioni e di pensiero e di azione.
{"title":"Tre frontiere dell’educazione degli adulti: qualche nota","authors":"F. Cambi","doi":"10.13128/STUDI_FORMAZ-20960","DOIUrl":"https://doi.org/10.13128/STUDI_FORMAZ-20960","url":null,"abstract":"1. L’educazione degli adulti è un ambito della pedagogia che solo nel Novecento ha avuto piena cittadinanza in tale sapere e lì si è resa sempre più centrale, poiché agisce nella formazione umano-sociale di ciascuno e per tutta la vita. Principio che si è fatto sempre più chiave nelle società avanzate, complesse, democratiche etc. Non solo: tale settore della pedagogia si è ripensato alla luce di vari paradigmi, dal pragmatismo al cognitivismo, dal marxismo alle teorie dell’affluent society, a quelle del postmoderno, a quelle della Globalizzazione, come destino epocale, inquietante e non aggirabile insieme. In questo ricchissimo processo che anche in Italia ha avuto i suoi tutori, soprattutto dopo il ‘45, ora con Dewey ora con Gramsci, e poi con pedagogisti sperimentali, teorici, politicostrategici, sviluppato in senso epistemologico o metodologico o operativo, si sono via via declinati anche le frontiere interna di tale settore della pedagogia, ora più legate all’economia ora alla politica ora all’antropologia. Così sii sono sviluppate tre tradizioni e di pensiero e di azione.","PeriodicalId":30519,"journal":{"name":"Studi sulla Formazione","volume":"20 1","pages":"293-294"},"PeriodicalIF":0.0,"publicationDate":"2017-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.13128/STUDI_FORMAZ-20960","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"66181954","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2017-01-01DOI: 10.13128/Studi_Formaz-22177
A. Binazzi
Mental models theory by Johnson-Laird is a theory of mind devoted to offer a uniform image of mental processes within the framework of classical cognitivism. Applied to the study of deductive competence, it has shown to have a particular predictive capability, thanks to the development of computer programs able to simulate actual performances of human beings in solving logical problems. The present paper aims at updating the debate on the nature of Johnson-Laird’s mental models by analysing their relation with mathematical notions relevant for logical enquiry. Links among algebraic properties of logical connectives, perception pat-terns and topology are examined. We will also explore some connections between group theory and graph theory with mental models and propose some implica-tions of Category Theory for potential applications to cognitive science and edu-cation.
{"title":"Natura dei modelli mentali e implicazioni categoriali: un’introduzione","authors":"A. Binazzi","doi":"10.13128/Studi_Formaz-22177","DOIUrl":"https://doi.org/10.13128/Studi_Formaz-22177","url":null,"abstract":"Mental models theory by Johnson-Laird is a theory of mind devoted to offer a uniform image of mental processes within the framework of classical cognitivism. Applied to the study of deductive competence, it has shown to have a particular predictive capability, thanks to the development of computer programs able to simulate actual performances of human beings in solving logical problems. The present paper aims at updating the debate on the nature of Johnson-Laird’s mental models by analysing their relation with mathematical notions relevant for logical enquiry. Links among algebraic properties of logical connectives, perception pat-terns and topology are examined. We will also explore some connections between group theory and graph theory with mental models and propose some implica-tions of Category Theory for potential applications to cognitive science and edu-cation.","PeriodicalId":30519,"journal":{"name":"Studi sulla Formazione","volume":"20 1","pages":"151-163"},"PeriodicalIF":0.0,"publicationDate":"2017-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.13128/Studi_Formaz-22177","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"66182195","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2017-01-01DOI: 10.13128/STUDI_FORMAZ-20937
A. Kaiser
The act of giving, in a pedagogical point of view, interlaces often with the act of giving himself and with the free and responsable will of encountering the other by his humanity. The main characteristic of giving is the gratuitousness: the human being can be educated aim for freedom and generosity about being able to give and give himself without fee. He who instead receives the gift had to be grateful: the gratification takes shape as an essential element in the educational life of the subject.
{"title":"Per una pedagogia del dono","authors":"A. Kaiser","doi":"10.13128/STUDI_FORMAZ-20937","DOIUrl":"https://doi.org/10.13128/STUDI_FORMAZ-20937","url":null,"abstract":"The act of giving, in a pedagogical point of view, interlaces often with the act of giving himself and with the free and responsable will of encountering the other by his humanity. The main characteristic of giving is the gratuitousness: the human being can be educated aim for freedom and generosity about being able to give and give himself without fee. He who instead receives the gift had to be grateful: the gratification takes shape as an essential element in the educational life of the subject.","PeriodicalId":30519,"journal":{"name":"Studi sulla Formazione","volume":"43 1","pages":"27-34"},"PeriodicalIF":0.0,"publicationDate":"2017-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"66181664","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2017-01-01DOI: 10.13128/STUDI_FORMAZ-20942
Elena Falaschi
The well-being is constituted today as a common good to be protected and to be supported, in all contexts and in all stages of life. The reference to the philosophical conscience, to the pedagogical engagement and to the political responsibility are an valid and effective “integrated system” to ensure to all the internalization of meanings, the opportunity of aware choices, the investment in future projects in the direction of well-being.
{"title":"Il benessere come bene comune. Una forte coscienza filosofica e un fondato impegno pedagogico","authors":"Elena Falaschi","doi":"10.13128/STUDI_FORMAZ-20942","DOIUrl":"https://doi.org/10.13128/STUDI_FORMAZ-20942","url":null,"abstract":"The well-being is constituted today as a common good to be protected and to be supported, in all contexts and in all stages of life. The reference to the philosophical conscience, to the pedagogical engagement and to the political responsibility are an valid and effective “integrated system” to ensure to all the internalization of meanings, the opportunity of aware choices, the investment in future projects in the direction of well-being.","PeriodicalId":30519,"journal":{"name":"Studi sulla Formazione","volume":"20 1","pages":"95-118"},"PeriodicalIF":0.0,"publicationDate":"2017-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.13128/STUDI_FORMAZ-20942","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"66181739","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2017-01-01DOI: 10.13128/STUDI_FORMAZ-20944
S. Guetta
Looking at young immigrants coming to Italy alone from war and famine zones and human rights violations, the article seeks to put forward a number of ideas for consideration by presenting how Reuven Feuerstein, in a totally different condition and situation, programmed high quality educational experiences for unaccompanied minors. With reference to current rules regarding this particular type of immigrants, the article examines the need of clear measures of educational planning to ensure individuals’ wellbeing and future of social implementation to involve the whole citizen body.
{"title":"Educare i minori non accompagnati: uno sguardo su un’esperienza del secondo dopoguerra","authors":"S. Guetta","doi":"10.13128/STUDI_FORMAZ-20944","DOIUrl":"https://doi.org/10.13128/STUDI_FORMAZ-20944","url":null,"abstract":"Looking at young immigrants coming to Italy alone from war and famine zones and human rights violations, the article seeks to put forward a number of ideas for consideration by presenting how Reuven Feuerstein, in a totally different condition and situation, programmed high quality educational experiences for unaccompanied minors. With reference to current rules regarding this particular type of immigrants, the article examines the need of clear measures of educational planning to ensure individuals’ wellbeing and future of social implementation to involve the whole citizen body.","PeriodicalId":30519,"journal":{"name":"Studi sulla Formazione","volume":"20 1","pages":"131-142"},"PeriodicalIF":0.0,"publicationDate":"2017-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"66181760","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2017-01-01DOI: 10.13128/Studi_Formaz-20957
F. Cambi
{"title":"La scuola e la logica","authors":"F. Cambi","doi":"10.13128/Studi_Formaz-20957","DOIUrl":"https://doi.org/10.13128/Studi_Formaz-20957","url":null,"abstract":"","PeriodicalId":30519,"journal":{"name":"Studi sulla Formazione","volume":"20 1","pages":"285-286"},"PeriodicalIF":0.0,"publicationDate":"2017-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.13128/Studi_Formaz-20957","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"66181869","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2017-01-01DOI: 10.13128/STUDI_FORMAZ-22192
M. Lombardi
This work analyzes the theme of intercultural education through the pedagogical category of the possible utopia which, in the intercultural educational reflection, necessarily refers to the idea of pedagogical space. In this direction the reflections move from a fundamental question. What is the pedagogical space of intercultural education? So what is the educational space of the meeting with each other? It is through this question that work moves from the hypothesis that pedagogical spaces in the meeting with each other can create that one and only humanity, ped-agogically meant uniqueness, as the uniqueness of human rights.
{"title":"Spazi pedagogici nell’ incontro con l’altro","authors":"M. Lombardi","doi":"10.13128/STUDI_FORMAZ-22192","DOIUrl":"https://doi.org/10.13128/STUDI_FORMAZ-22192","url":null,"abstract":"This work analyzes the theme of intercultural education through the pedagogical category of the possible utopia which, in the intercultural educational reflection, necessarily refers to the idea of pedagogical space. In this direction the reflections move from a fundamental question. What is the pedagogical space of intercultural education? So what is the educational space of the meeting with each other? It is through this question that work moves from the hypothesis that pedagogical spaces in the meeting with each other can create that one and only humanity, ped-agogically meant uniqueness, as the uniqueness of human rights.","PeriodicalId":30519,"journal":{"name":"Studi sulla Formazione","volume":"61 16 1","pages":"357-364"},"PeriodicalIF":0.0,"publicationDate":"2017-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"66181938","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2017-01-01DOI: 10.13128/STUDI_FORMAZ-22181
Davide Capperucci
This paper focuses specifically on the development of design and teaching com-petences for pre-service and in-service EFL teachers in primary school which is considered as an essential aspect of the professionalism of teachers. According to the national and international literature, it addresses some epistemological and methodological aspects of EFL curriculum design with particular reference to how this is dealt with in the Italian school system, even though most of the reflections and methodological proposals that are here presented may be useful for any school system.
{"title":"English Language Teaching and Learning in Primary School. Theoretical and Methodological Perspectives","authors":"Davide Capperucci","doi":"10.13128/STUDI_FORMAZ-22181","DOIUrl":"https://doi.org/10.13128/STUDI_FORMAZ-22181","url":null,"abstract":"This paper focuses specifically on the development of design and teaching com-petences for pre-service and in-service EFL teachers in primary school which is considered as an essential aspect of the professionalism of teachers. According to the national and international literature, it addresses some epistemological and methodological aspects of EFL curriculum design with particular reference to how this is dealt with in the Italian school system, even though most of the reflections and methodological proposals that are here presented may be useful for any school system.","PeriodicalId":30519,"journal":{"name":"Studi sulla Formazione","volume":"20 1","pages":"203-217"},"PeriodicalIF":0.0,"publicationDate":"2017-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.13128/STUDI_FORMAZ-22181","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"66182251","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
京公网安备 11010802042870号
京ICP备2023020795号-1
扫码关注我们
求助内容：
应助结果提醒方式：